IDENTIFICATION OF MOTIVATION IN UNIVERSITY STUDENTS IN THE CITY OF SAN FRANCISCO DE CAMPECHE

Introduction: One of the most constant problems that teachers face every day is motivation in the classroom. Motivation as a self-energetic process of the student, produces different responses in them at different times, which in practice translates into a limited effectiveness of collective motivations if they are not accompanied by individualization and adaptation to the characteristics of the student, in which both personal factors and your own history influence. For the construction of motivation it is required: self-reflection, cheerful attitude, interest, self-efficacy and self-realization, The consequences of a lack of motivation, it is not only poor performance or personal or family problems that can resort to demotivation to study, for what is important that the teacher provides support so that the student feels motivated. The obstacles encountered by the individual for motivation can be pointed out as follows: apathy, avoidance, anger or anger, and confusion. Objective: Identify motivation in university students. Method: This research has a qualitative, descriptive approach, the sample consisted of 74 students of the gerontology degree. Instrument: Motivation identification test. Results: The opinion of the students before the motivation when we ask them the more content they give us in class, the better: this way the training will be more complete, 45% said higher, 35% said high, 19% expressed medium and 1% low In the question what they think of motivation in the classroom, when asking if there is something that does not enter the exam and is important for my training, I usually get interested in it and study it, 19% of the students said higher, 31% said high, 41% mentioned medium, 8% said low and 1% said lower in the question the motivation in the study When asked to study out of curiosity, not only because of the incentive of good grades, 15% expressed higher, 41% said high, 32% mentioned medium, 11% expressed low and 1% lower In identifying the motivation when referring to the question, I am a student because I really want it, not because my parents force me, 69% of the students think higher, 22% express high and 5% refer medium, 1% comment low, 3% answered lower In the area of ​​study with motivation, when referring to the question study for being the most things they know about the class, not only for the mere fact of being the scholar of the class, 16% think higher, 23% said high, 45% of the students referred medium, 12% expressed low and 4% lower. Conclusions: Motivation in the university student is important from the moment he enters the career, so that during his school career, he feels motivated by himself, his teachers, and his family for his professional improvement.